Paper ID #43718[Work-In-Progress] A Systematic Review of S-STEM Programs in CommunityColleges: Program Features and Student Decision-makingDr. Maria L Espino, University of Washington Maria Luz Espino her doctorate in the Higher Administration Program in the School of Education at Iowa State University. She obtained her Masters’s degree in Educational Policy and Leadership at Marquette University in her hometown of Milwaukee, WI. She completed her Bachelors degrees at the University of Wisconsin-Madison with a double major in Community and Nonprofit Leadership and Gender and Women studies. As a scholar and a student advocate
Lents, N. H., 2016, “Cultivating Minority Scientists: Undergraduate Research Increases Self-Efficacy and Career Ambitions for Underrepresented Students in STEM,” J. Res. Sci. Teach.[8] Watkins-Lewis, K. M., Dillon, H. E., Sliger, R., Becker, B., Cline, E. C., Greengrove, C., James, P. A., Kitali, A., and Scarcella, A., 2023, “Work In Progress: Multiple Mentor Model for Cross-Institutional Collaboration and Undergraduate Research,” American Society for Engineering Education, Baltimore MD.[9] Lopatto, D., Hauser, C., Jones, C. J., Paetkau, D., Chandrasekaran, V., Dunbar, D., MacKinnon, C., Stamm, J., Alvarez, C., Barnard, D., Bedard, J. E. J., Bednarski, A. E., Bhalla, S., Braverman, J. M., Burg, M
television in early developmental stages. Looking at a flatscreen exposes children to a two-dimensional environment and reduces their playing time withphysical 3D objects, missing the opportunity to develop hand-eye coordination that is thefoundation of spatial skills.Continuous efforts have been made to create training methods and exercises that increase spatialvisualization skills. In 2003 Sorby, S., A., Wysocki, A. F., and Baartmans B. J., published amultimedia software-workbook package which contained the course “Introduction to 3D SpatialVisualization” [11], now used for engineering graphics education throughout the nation. In 2009Sorby, S.A. identified several strategies that can be effective in developing 3‐D spatial skills andin contributing
Transfer Credit Loss Completed Transferred Difference Percentage Category Credits (A) Credits (B) (A-B) (A-B)/A All Courses 23,985 22,523 1,462 6.1% Engineering Total 2,122 1,924 198 9.3% Courses URM Yes 1,039 929 110 10.6% No 1,083 995 88 8.1% First-Gen Yes 1,377 1,246 131 9.5% No 745
education research and engineering education research. Her work involves designing and researching contexts for learning (for students, educators, and faculty) within higher education. Her research draws from perspectives in anthropology, cultural psychology, and the learning sciences to focus on the role of culture and ideology in science learning and educational change. Her research interests include how to: (a) disrupt problematic cultural narratives in STEM (e.g. brilliance narratives, meritocracy, and individualistic competition); (b) cultivate equity-minded approaches in ed- ucational spheres, where educators take responsibility for racialized inequities in student success; and (c) cultivate more ethical future
://www.aacc.nche.edu/research-trends/fast-facts/[6] National Center for Education Statistics, “Trend Generator.” Accessed: Feb. 26, 2023.[Online]. Available: https://nces.ed.gov/ipeds/trendgenerator/[7] T. Holloman, J. London, W. C. Lee, C. M. Pee, C. Hawkins Ash, and B. Watford,“Underrepresented and overlooked: Insights from a systematic literature review about blackgraduate students in engineering and computer science,” IJEE International Journal ofEngineering Education, vol. 37, no. 2, 2021.[8] D. J. Smith, “Operating in the Middle: The Experiences of African American FemaleTransfer Students in STEM Degree Programs at HBCUs,” Community College Journal ofResearch and Practice, vol. 40, no. 12, pp. 1025–1039, Dec. 2016, doi:10.1080/10668926.2016.1206841.[9
success of engineeringstudents in technical drawing from visualization test scores", Journal of Geometry andGraphics Vol. 6, No. 1, 2002, pp. 99- 109.[9] Veurink, N., and Sorby, S.A., “Raising the Bar? Longitudinal Study to Determinewhich Students Would Most Benefit from Spatial Training”, ASEE Annual Conference,Vancouver, B.C., Canada, 2011.[10] Sorby, S., A., Wysocki, A. F., and Baartmans, B. J., “Introduction to 3D SpatialVisualization: An Active Approach “(Book and CD), Published by Delmar CengageLearning, 2003.[11] Uttal, D.H., Meadow, N.G., Tipton, E., Hand, L.L., Alden, A.R., Newcombe, N.S.,and Warren, C., “The Malleability of Spatial Skills: A Meta-Analysis of Training Studies”,Psychological Bulletin 2013, Vol. 139, No. 2, 352–402[12
), an HSI in the State University of New York (SUNY) system. In year one, Cohort Apiloted the PD modules in Tier 1 which featured reflective exercises and small culturallyresponsive activities to try with their STEM students. In year two, Cohort A piloted the PDmodules in Tier 2 and peer-mentored Cohort B as they piloted optimizations introduced to Tier 1from Cohort A feedback. Three types of optimizations came from faculty feedback. The firstconsidered feedback regarding delivery and/or nature of the content that influenced a subsequentmodule. The second involved making changes to a particular module before it was delivered toanother faculty cohort. The third takes into account what worked and what didn’t to decidewhich content to bring into
Foundation under GrantNo.1929983. Any opinions, findings and recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.References1. National Science Foundation, “NSF Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM),” NSF 25-514, USA [Online]. Available: https://new.nsf.gov/funding/opportunities/s-stem-nsf-scholarships-science-technology- engineering-mathematics2. A. M. Ogilvie and D. B. Knight, “Post-transfer transition experiences for engineering transfer students,” Journal of College Student Retention: Research, Theory & Practice, vol. 23, no. 2, pp. 292-321, 2021.3. P.T. Terenzini
acknowledge meaningful program contributions from Drs. Jaclyn Duerr, Joel Brown,David Artis, Dmitriy Kalantarov, Octavio Ortiz, Truong Nguyen, and Olivia Graeve.References[1] M. H. Duggan and J. W. Pickering, “Barriers to Transfer Student Academic Success and Retention,” J. Coll. Stud. Retent. Res. Theory Pract., vol. 9, no. 4, pp. 437–459, Feb. 2008, doi: 10.2190/CS.9.4.c.[2] J. G. Mikell and W. J. Davis, “Personal support and its impact on the mental health of first‐generation and transfer students,” New Dir. Teach. Learn., vol. 2022, no. 171, pp. 37–45, Sep. 2022, doi: 10.1002/tl.20515.[3] C. J. Matyas, K. A. Stofer, H. J. L. Lannon, J. Judge, B. Hom, and B. A. Lanman, “Despite challenges, 2-year college students benefit
, “A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM”, International Journal of STEM Education, vol. 6, no. 1, p. 1– 13, 2019.[6] C. T. Clotfelter, H. F. Ladd, and J. L. Vigdor, How and why do teacher credentials matter for student achievement? (No. w12828). Cambridge: National Bureau of Economic Research, 2007.[7] S. G. Rivkin, E. A. Hanushek, and J. F. Kain, “Teachers, schools, and academic achievement”. Econometrica, vol. 73, no. 2, p. 417–458, 2005.[8] G. Nugent, B. Barker, G. Welch, N. Grandgenett, C. Wu, and C. Nelson, “A model of factors contributing to STEM learning and career orientation”, International Journal of Science
-Year Institution[2] Maccariella, J., Pribesh, S., & Williams, M. R. (2019). An Engineering Learning Community to Promote Retention and Graduation for Community College Students. Journal of Professional Issues in Engineering Education and Practice, 145(4), 4019013–. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000424[3] Conner, S., & Hubbarth, S., & Boyer, D. M. (2024, June), Impacts of Near-Peer Mentoring Between Graduate Students and Undergraduate Transfer Students in Engineering and Computing Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47569[4] Hirst, R. A., Bolduc, G., Liotta, L., & Wai-Ling Packard, B. (2014). Cultivating the STEM
Intelligence (AI): Multidisciplinary perspectives on emergingchallenges, opportunities, and agenda for research, practice and policy. International Journal ofInformation Management, 57, 101994.[3] Prada, E.D., Mareque, M. and Pino-Juste, M., 2022. Teamwork skills in higher education: isuniversity training contributing to their mastery?. Psicologia: Reflexao e Critica, 35.[4] Rockinson-Szapkiw, A.J., Sharpe, K. and Wendt, J., 2022. Promoting Self-Efficacy,Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and EthnicMinority Women's Learning Experiences in a Virtual STEM Peer Mentor Training. Journal ofScience Education and Technology, 31(3), pp.386-402.[5] Diggs-Andrews, K.A., Mayer, D.G. and Riggs, B., 2021, June
passing grades (A, B and C),these percentages are higher in female students. The overall passing rates for female students(0.51) is significantly higher than the passing rate for male students (0.44) which is consistentwith the graph. Figure 2. a) Age distribution b) Grade distribution of College Algebra studentsFigure 4a demonstrates the positive correlation between ages of students and their CollegeAlgebra grades. The course grade average is calculated by converting the letter grades to anumeric value (Grades A-F ranging between 4-0) and is plotted on the vertical axis, while theages are shown on the horizontal axis in bins of two. An increase in the average student grades isobserved along with the increase in age groups. Chi-Square
: 10.1177/0091552120920358.[7] B. Kerr, “The flipped classroom in engineering education: A survey of the research,” in 2015 International Conference on Interactive Collaborative Learning (ICL), 2015, pp. 815–818. doi: 10.1109/ICL.2015.7318133.[8] M. C. Low, C. K. Lee, M. S. Sidhu, S. P. Lim, Z. Hasan, and S. C. Lim, “Blended Learning to Enhanced Engineering Education using Flipped Classroom Approach: An Overview,” electronic Journal of Computer Science and Information Technology, vol. 7, no. 1, pp. 9–19, 2021, doi: 10.52650/ejcsit.v7i1.111.[9] S. Kushnarev, K. Kang, and S. Goyal, “Assessing the efficacy of personalized online homework in a first-year engineering multivariate calculus course,” Proceedings
nature of for-profit colleges. Arizona Law Review, 56(1), 2014. 8 Michael J. Rosenberg and Andrew K. Koch. Reframing transfer as a social justice imperative. In John N. Gardner, Michael J. Rosenberg, and Andrew K. Koch, editors, The Transfer Experience: A Handbook for Creating a More Equitable and Successful Postsecondary System. Stylus Publishing, Sterling, VA, 2020. 9 B. Hussar, J. Zhang, S. Hein, K. Wang, A. Roberts, J. Cui, M. Smith, F. Bullock Mann, A. Barmer, and R. Dilig. The condition of education 2020. Technical Report NCES 2020-144, U.S. Department of Education, National Center for Education Statistics, Washington, DC, May 2020.10 Sean Anthony Simone. Transferability of postsecondary credit following student
granted him access to a guaranteed transfer pathway at a highlyselective engineering university. While at Wright College, he was hired by the EngineeringProgram as a tutor for the Contextualized Bridge, and throughout the academic year. He alsoserved as an elected officer in Wright’s student chapter of the Society of Hispanic ProfessionalEngineers (SHPE). Within two (2) years, he completed an associate degree in engineering,transferred, and is on track to graduate. Without the Contextualized Bridge, student B would notbe currently completing his bachelor’s degree in mechanical engineering from one of the topengineering schools in the country.Self-Efficacy as Contributing Factor to RetentionMost students attribute their success to the structure of
programs in Oklahoma. . Community College Review, 112-135.NASEM. (2018). Expanding underrepresented minority participation: America’s Science and Technology Talent at the Crossroads. Washington: National Academy of Engineering. Retrieved January 2022, from https://doi.org/10.17226/25284Olivia Palid, S. C. (2023). Inclusion in practice: a systematic review of diversity-focused STEM programming in the United States. International Journal of STEM Education.O'rourke, B. (2021). Growing Gap in STEM Supply and Demand. Cambridge, MA: Harvard Gazette.Rutschow, E. Z. (2019). The National Academies of Sciences, Engineering, and Medicine Workshop on Understanding Success and Failure of Students in Developmental Mathematics
students. Journal of Physical Education, Recreation & Dance, 63(8), 32-35.Ezarik, M. (n.d.). Breaking Down Barriers to Internships. Inside Higher Ed.https://www.insidehighered.com/news/2022/10/04/chancellor-california-community-colleges-supporting-internship-success#:~:text=Community%20college%20students%20are%20muchFuller, J., Raman, M., (2022). The Partnership Imperative: Community Colleges, Employers, andAmerica’s Chronic Skills Gap. Published by Harvard Business School.https://www.hbs.edu/managing-the-future-of-work/Documents/research/The%20Partnership%20Imperative%2012.12.2022.pdfGraham, M. J., Frederick, J., Byars-Winston, A., Hunter, A. B., & Handelsman, J. (2013).Science education. Increasing persistence of college students in STEM
landscape inadvancing and addressing the many AI challenges.Finally, the State of Florida with its many AI programs and initiatives, as highlighted in thispaper, has demonstrated that engaging in (a) statewide, government, and industry/research-basedfunding, (b) advocating for universities and state colleges to host postsecondary-industryadvisory boards, and (c) increasing the number and variety of Florida’s growing workforcedevelopment initiatives have all contributed to advancing AI programs throughout the State,creating a College -University ecosystem. This robust industry-academic landscape is essentialfor Florida to maintain high quality AI programs while also supporting both the needed researchand the generation of new ideas to advance AI
Administration in Healthcare. Hershey, PA: IGI Global, 2009, pp. 631-645.[17] D. J. Espiritu, R. Todorovic, and B. O'Connell, "Building Bridges into Engineering and Computer Science: Outcomes, Impacts and Lessons Learned " presented at the ASEE Annual Conference & Exposition, Minneapolis, MN, 2022. [Online]. Available: https://peer.asee.org/41965.[18] E. Wenger, "Communities of Practice: Learning, Meaning, and Identity," Cambridge University Press, Cambridge, 1998.[19] P. Gándara, E. Alvarado, A. Driscoll, and G. Orfield, "Building Pathways to Transfer: Community Colleges That Break the Chain of Failure for Students of Color " Civil Rights Project/Proyecto Derechos Civiles, Los Angeles, 2012.[20] D. J
financial needs at community colleges,the University of South Florida, and other institutions, contributing to the development of aproficient workforce in the STEM disciplines. In accordance with this overarching goal, thispaper examines the practical application of the project. It explores how community collegetransfers utilize the up to $10,000 S-STEM scholarship toward overcoming financial challengesthey believe would otherwise stunt their progress toward an engineering bachelor’s degree.2. Research QuestionsThe research aims to address the following two questions:a. How do S-STEM scholarships allow low-income community college transfer engineering students to prepare for success at a four-year university?b. How do S-STEM scholarships
valuable professional development for the mentors involved.Throughout the process, mentors gained enhanced knowledge and a foundational understandingof various aspects of financial literacy and their implications for students, as well as for their futurecareers as computer science engineers.IV.2 Benefits: a. The development of the Financial Literacy Informational Program served as a professional development for the mentors themselves. In the process, the mentors gained increased knowledge and a basic understanding about different but general aspects of financial literacy as it impacts them as students and eventually as career-computer science engineers. b. The mentors were planning a live webinar for the State
revolt?”—Considering Student Resistance: Origins, Options, and Opportunities for Investigation," CBE—Life Sciences Education, vol. 12, no. 4, pp. 586-595, 2013/12/01 2013, doi: 10.1187/cbe-13-09-0190.[23] S. E. Shadle, A. Marker, and B. Earl, "Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments," International Journal of STEM Education, vol. 4, no. 1, p. 8, 2017/04/13 2017, doi: 10.1186/s40594-017-0062-7.[24] C. J. Finelli, S. R. Daly, and K. M. Richardson, "Bridging the Research-to-Practice Gap: Designing an Institutional Change Plan Using Local Evidence," Journal of Engineering Education, https://doi.org/10.1002/jee.20042 vol. 103, no
Academic Student Engagement BehaviorsMatter,” Research in Higher Education, 55(5), 467–493, 2014.[15] J. Cohen, Statistical power analysis for the behavioral sciences (2nd ed.). Hillside, NJ,Lawrence Erlbaum Associates, 1988.[16] S. Chatterjee, A. S. Hadi, & B. Price, “Regression Analysis by Example,” 3rd ed, JohnWiley & Sons, New York, 2000.[17] MCA, https://www.calpoly.edu/admissions/transfer-student/selection-criteria.[18] C. Moore & N. Shulock, “Student Progress Toward Degree Completion: Lessons from theResearch Literature,” Institute for Higher Education Leadership & Policy, Sacramento, CA, Sept2009.[19] C. Moore & N. Shulock, “Beyond the open door: Increasing student success in theCalifornia community colleges
faculty, students,and university services.AcknowledgmentThis material is based upon work supported by the National Science Foundation under grantnumber 2028005 within the SSTEM program. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.ReferencesAljohani, O. (2016). A Comprehensive Review of the Major Studies and Theoretical Models ofStudent Retention in Higher Education. Higher Education Studies, 6(2). Canadian Center ofScience and Education.Bean, J., & Metzner, B. (1985). A Conceptual Model of Non-traditional Undergraduate StudentAttrition. Review of educational research, 55(4), 485-540.http://dx.doi.org
-1145.pdf[8] M. Vela and P. Gutierrez, “The Hispanic Population and Hispanic Serving Institutions,” EJournal Educ. Policy, no. Fall, 2017, [Online]. Available: https://files.eric.ed.gov/fulltext/EJ1169366.pdf[9] E. Comeaux, S. E. Grummert, and N. A. Cruz, “Strategies of resistance among racially minoritized students at a Hispanic-serving institution: A critical race theory perspective,” J. High. Educ., vol. 92, no. 3, pp. 465–498, 2021.[10] M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative data analysis: a methods sourcebook, Third edition. Thousand Oaks, Califorinia: SAGE Publications, Inc, 2014.[11] J. W. Creswell, Qualitative inquiry and research design: Choosing among five approaches, 4th
Paper ID #47682From Staff to Students: Centering Critical Relevant Pedagogy and CommunityCultural Wealth in an S-STEM program [work in progress]Dr. Maria L Espino, University of California, Los Angeles Maria Luz Espino completed her doctorate in the Higher Administration Program in the School of Education at Iowa State University. She obtained her Masters’s degree in Educational Policy and Leadership at Marquette University in her hometown of Milwaukee, WI. She completed her Bachelors degrees at the University of Wisconsin-Madison with a double major in Community and Nonprofit Leadership and Gender and Women studies. As a
Paper ID #40317Service-Based Fellowship Program to Support First-Generation CollegeStudentsDr. Bob Schaffer, Mission College Dr. Bob Schaffer is a professor and department chair of the Engineering Department and the Mechatronic Technology Department at Mission College (Santa Clara, CA). He also teaches in the General Engineering Department at Santa Clara University. Bob is also the founder of Elevate Tutoring, a non-profit in San Jose, CA focused on empowering first-generation and low-income college students to reach their academic goals while paying it forward. ©American Society for Engineering
Paper ID #47681Navigating S-STEM: Student Perspectives on Success in Community College[work-in progress]Dr. Elizabeth Meza, University of Washington Dr. Elizabeth Meza is a senior research scientist at the University of Washington Evans School of Public Policy & Governance and a co-principal investigator for the Community College S-STEM Network.Dr. Maria L Espino, University of California, Los Angeles Maria Luz Espino completed her doctorate in the Higher Administration Program in the School of Education at Iowa State University. She obtained her Masters’s degree in Educational Policy and Leadership at Marquette